Upload
cathleen-dickerson
View
219
Download
0
Embed Size (px)
Citation preview
April 21, 2023
• 5• “Transformative Learning”• 7• Your “critical incidents”• 9• Transformative Learning• One definition• A view of its significance• Mezirow’s stages• Perspective transformation• Forms of education• Mezirow• Levels of Reflection• Questions• www.dmupce.org.uk/
transformative• Single and double-loop learning• Tension Field of Learning• The Developmental agenda
(Erikson)• Perry scheme of development
Women’s ways of knowing• Simple Supplantive Learning (SSL)
• Resistance Factors• Crisis• Sequence of PSL 2• De-stabilisation• Disorientation• Re-orientation• Oscillating support in the Re-
orientation stage• “Banking” education• Freire• Hidden Curriculum• What is taught, and what is
learned• “Sending messages”• Discourse and Framing• Labelling• Mechanisms of “adaptation”
(Piaget)• Conceptions of learning (Saljo
1979)• www.dmupce.org.uk/
transformative
April 21, 2023
“Transformative Learning”
17 January 07
www.bedspce.org.uk/adultlearning/
April 21, 2023
Transformative Learning
• Principally about yourself rather than an external subject…
• …so that you come to see yourself and your potential differently.
1 of 8
April 21, 2023
One definition
• "Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses, our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy."
O’Sullivan (2003)
2 of 8
April 21, 2023
A view of its significance
• “Perhaps even more central to adult learning than elaborating established meaning schemes is the process of reflecting back on prior learning to determine whether what we have learned is justified under present circumstances. This is a crucial learning process egregiously ignored by learning theorists.”
(Mezirow, 1990:5)
3 of 8
April 21, 2023
Mezirow’s stages1. A disorienting dilemma2. Self-examination with feelings of fear, anger, guilt, or shame3. A critical assessment of assumptions4. Recognition that one’s discontent and the process of
transformation are shared5. Exploration of options for new roles, relationships, and actions6. Planning a course of action7. Acquiring knowledge and skills for implementing one’s plans8. Provisional trying of new roles9. Building competence and self-confidence in new roles and
relationships10. A reintegration into one’s life on the basis of conditions
dictated by one’s new perspective(Mezirow, 2000:22)
4 of 8
April 21, 2023
Perspective transformation
• "Perspective transformation is the process of becoming critically aware of how and why our presuppositions have come to constrain the way we perceive, understand, and feel about our world; of reformulating these assumptions to permit a more inclusive, discriminating, permeable and integrative perspective; and of making decisions or otherwise acting on these new understandings. More inclusive, discriminating permeable and integrative perspectives are superior perspectives that adults choose if they can because they are motivated to better understand the meaning of their experience." (Mezirow, 1990:14 – my emphasis)
5 of 8
April 21, 2023
Forms of education
• Transmissional• Transactional• Transformational
• Informational
• Transformational
Kegan, in Mezirow 2000
6 of 8
April 21, 2023
Mezirow
Ex post facto
reflection
Process
Reflective action
Presuppositions
(critical reflection)
Thoughtful action with
reflection
Content
Action
Thoughtful action
without reflection
Non-reflective action
Habitual action
7 of 8
April 21, 2023
Levels of Reflection
• Content Reflection: … on the content or description of a problem. (Similar to Dewey on problem solving)
• Process Reflection: about the strategies used to solve the problem rather than the content of the problem itself
• Premise Reflection: questioning the relevance of the problem itself—underlying assumptions, beliefs, or values. Distinct from problem-solving and can lead to transformative learning.
Based on Cranton (1996)
8 of 8
April 21, 2023
Questions
• Is it always positive?• Is the induction of transformative
learning a legitimate task for the teacher of adults?
• Where is the social and political dimension?
? of ?
April 21, 2023
Single and double-loop learning
Governing
variablesActions
Conseque
nces
Match
Mismatch
Argyris C (1992) On Organizational Learning Oxford; Basil Blackwell
1 of 1
April 21, 2023
Tension Field of Learning
Cognition Emotion
Society
Illeris (2002)
1 of 1
April 21, 2023
The Developmental agenda(Erikson)
Basic Trust vs. Mistrust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Ego-integrity vs. Despair
Oral-sensory
Muscular-anal
Locomotor-genital
Latency
Puberty and adolescence
Young adulthood
Adulthood
Maturity
1 of 1
April 21, 2023
Perry scheme of development
• Dualism Right/wrong
• Multiplicity Right, wrong, “not yet
known”
• Contextual Relativism Everything’s relative
• Commitment within Relativism Even so…
• “Positions” rather than stages
• Nine stages, of which the major four are;
Perry, W.G. (1999). Forms of Ethical and Intellectual Development in the College Years. San Francisco: Jossey-Bass Publishers. 1 of 2
April 21, 2023
Women’s ways of knowing
1. Silence2. Received Knowledge3. Subjective Knowledge 4. Procedural Knowledge5. Constructed Knowledge
Belenky, M.F., Clinchy, B.M., Goldberger, N.R., and Tarule, J.M. (1986) Women's Ways of Knowing. New York: Basic Books.
2 of 2
April 21, 2023
Simple Supplantive Learning (SSL)
Time
Competence
“Old” learning
New learning
1 of 1
April 21, 2023
Resistance Factors
9A
Potential
Learner
The Present — Space to change
The Past —
the heritage of
history
1 of 1
April 21, 2023
Intervention“window”
Crisis
Pre-crisis
“Angle ofRecovery”
Slightly diminished
capacity to cope
Seriously diminished
capacity to cope
Enhanced
capacity to copePrecipitating
event
1 of 5
April 21, 2023
Sequence of PSL 2
Re-orientation
Time
Confidence/Morale
De-stabilisation
Disorientation
Facilitating
Environment
New learning
Old learning
2 of 5
April 21, 2023
De-stabilisation
• Unpredictable process Effected by casual remarks as
much as deliberate intervention
• Has two necessary elements Declaration Application
3 of 5
April 21, 2023
Disorientation
• Has cognitive and affective components
• May include Depression Frustration Anger Guilt “Attempted apathy” (not denial)
4 of 5
April 21, 2023
Re-orientation
• Resembles additive learning• New learning still fragile• Diminishing echoes of whole
sequence• Facilitating environment still
required in initial stages
5 of 5
April 21, 2023
Oscillating support inthe Re-orientation stage
Time
“In
de
pe
nd
en
ce”
1 of 1
April 21, 2023
a. the teacher teaches and the students are taught; b. the teacher knows everything and the students know
nothing; c. the teacher thinks and the students are thought about; d. the teacher talks and the students listen—meekly; e. the teacher disciplines and the students are disciplined;f. the teacher chooses and enforces his choice, and the
students comply;g. the teacher acts and the students have the illusion of acting
through the action of the teacher; h. the teacher chooses the program content, and the students
(who were not consulted) adapt to it; i. the teacher confuses the authority of knowledge with his
own professional authority, which he sets in opposition to the freedom of the students;
j. the teacher is the Subject of the learning process, while the pupils are mere objects.
1 of 2
“Banking” education
April 21, 2023
Freire
“This book will present some aspects of what the writer has termed the “pedagogy of the oppressed”, a pedagogy which must be forged with, not for, the oppressed (be they individuals or whole peoples) in the incessant struggle to regain their humanity.
This pedagogy makes oppression and its causes objects of reflection by the oppressed,
and from that reflection will come their necessary engagement in the struggle for their liberation.
And in the struggle this pedagogy will be made and remade.”
From Freire P The Pedagogy of the Oppressed Penguin 1972:25
2 of 2
April 21, 2023
Hidden Curriculum• What pupils/students learn from the
sheer experience of participating in school/college
• largely about survival identity and worth
• … irrespective of, and often contrary to, what the college sets out to teach.
1 of 5
April 21, 2023
What is taught,and what is learned
What is
learned
What is
taught
Formal
Curriculum
"Hidden"
Curriculum
2 of 5
April 21, 2023
“Sending messages”
• All social practices have a sub-text, or send a message.
• … usually about values and relationships
• There is no way to avoid these messages The only question is whether they are
“good” messages or “bad” ones
3 of 5
April 21, 2023
Discourse andFraming
• The culture of the school/college, and its procedures, are geared to deal with pupils/students in two frames, with associated discourses: academic: intelligence, ability,
application, performance in the educational game
social/behavioural: discipline, disruption, conformity to institutional rules
4 of 5
April 21, 2023
Labelling
• Children/students are perceived and reported on in terms of these frames and may internalise (believe) the
judgements made and “act up to” them: a self-fulfilling
prophecy
• … or not, of course.
5 of 5
April 21, 2023
Mechanisms of“adaptation”
(Piaget)
Assimilation
Accommodation
1 of 1
April 21, 2023
Conceptions of learning (Saljo 1979)
1 Learning as a quantitative increase in knowledge. Learning is acquiring information or “knowing a lot”
2 Learning as memorising. Learning is storing information that can be reproduced.
3 Learning as acquiring facts, skills and methods that can be retained and used as necessary.
4 Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world.
5 Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by re-interpreting knowledge
1 of 1
April 21, 2023
www.bedspce.org.uk/adultlearning/
April 21, 2023
Levels of Learning(Bateson)
Learning 0Direct experience
Learning I“Ordinary” learning
Learning IIInot really understood
Learning II/ Deutero-learningLearning how to learn
?